Educational Leadership: Administration and Supervision: Test at A Glance

Copyright 2008 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING.
., PRAXIS I, PRAXIS II, and PRAXIS III

are registered trademarks of Educational Testing Service (ETS). PRAXIS and THE PRAXIS SERIES are trademarks of ETS. 8601
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Educational Leadership:
Administration and Supervision (0410)
About This Test
The Educational Leadership: Administration and Supervision test is intended to assess a candidates knowledge of the
functions of an administrator or supervisor, including the background of information needed to implement these functions. The
examination is intended primarily for those who are candidates for masters degrees or who already possess a masters
degree and are seeking frst appointments as administrators or supervisors.
This assessment instrument refects the most current research and professional judgment and experience of educators
across the country. The test is designed to capture what is essential about the role of school leaderwhat makes the
difference in whether a school community can provide experiences that ensure all students succeed.
The 120 multiple-choice questions cover fve content areas: determining educational needs, curriculum design and
instructional improvement, staff development and program evaluation, school management, and individual and group
leadership skills.
The test questions are structured to measure knowledge and cognitive skills in application, analysis, synthesis, and
evaluation as described in Blooms Taxonomy of Educational Objectives. For example, some questions emphasize knowledge
of trends, principles, and theories; others require interpretation of data and identifcation of implications or consequences. Still
others emphasize ability to generalize, determine priorities and relationships, integrate knowledge of theory to produce new
information or patterns, and judge the value of a process or product on the basis of logical consistency.
Test at a Glance
Test Name Educational Leadership: Administration and Supervision
Test Code 0410
Time 2 hours
Number of Questions 120
Format Multiple-choice questions
Approximate Approximate
Content Categories Number of Percentage of
Questions Examination
I. Determining Educational Needs 12 10%
II. Curriculum Design and Instructional
Improvement 26 21%
III. Development of Staff and Program
Evaluation 18 16%
IV. School Management 28 23%
V. Individual and Group Leadership Skills 36 30%
IV
V
I
II
III
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Educational Leadership: Administration and Supervision (0410)
Copyright 2008 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING., PRAXIS I, PRAXIS II, and PRAXIS III
Topics Covered
Representative descriptions of topics covered in each category are provided below.
I. Determining Educational Needs
Expectations concerning students at various
developmental and instructional levels
Assessments of community needs, expectations, and
population projections
Recognition of specifc needs of diverse populations
and mobile populations, such as gender, race, and
ethnicity
Awareness of the national perspective concerning
education
Interpretation of research in making decisions
Assessment of student achievement in identifying
needs and setting priorities
Principles of developing and implementing strategic
plans through use of group process confict
resolution and consensus building
II. Curriculum Design and Instructional Improvement
Determination of curriculum goals
Decision processes in curriculum design
Strategies for implementing curriculum decisions
Principles of effective instruction
Determination of instructional objectives
Learning activities and their relationship to
instructional objectives
Assessment of student achievement is utilized in
determining instructional strategies and priorities
Instructional methods and techniques, such as direct
teaching, team teaching, group instruction, contract
method, individualized instruction, and
interdisciplinary instruction, which promotes the
success of all students
Instructional resources and research data related to
curriculum needs, such as personnel, materials,
technology, fnance, business and industry, advisory
groups, community agencies, and institutions
Learning theories and learning processes
Applied motivational theories
Involvement of stakeholders in decision-making
process
III. Development of Staff and Program Evaluation

Assessment of staff abilities and determination
of their needs
Establishment of staff development priorities
Strategies for behavioral change
Implementation of staff development activities
Indicators of achievement relating to goals and
objectives, such as curriculum, instruction, and
learning outcomes
Types, methods, strategies, and procedures of
evaluation
Applications of evaluation and research fndings in the
process of goal setting and change
Instructional staff assessment, including conferencing,
observation, data collection, and documentation of
performance
Staff are treated fairly, equitably, and with dignity and
respect
Role of technology in promoting student learning and
professional growth
Awareness of the values of a diverse school
community and its meaning for the educational
program
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IV. School Management
Organizational and operational features of school
management:
making management decisions that enhance
teaching and learning
theories and models of organization and principles
of organizational development
programs and services, such as pupil personnel,
gifted and talented, special education, special title
and chapter, student activities, and ancillary
services
operational procedures at the school and district
level; line staff relationships
personnel selection and evaluation procedures,
such as recruiting, interviewing, placement, and
monitoring progress
Governing and control features of school
management:
educational functions of local, state, and federal
agencies and governing bodies
roles of various formal and informal organizations
and agencies
process of participatory government, involving
students, faculty, and the community
Business and fscal features of school management:
sources, acquisition, and distribution of fnancial
resources
utilization of support services, such as plant
operation and maintenance, purchasing,
transportation, food services, and support
personnel
budgeting processes and procedures, such as
centralized, decentralized, site, program, and
zero-based
Legal features of school management:

personnel negotiations/collective bargaining
procedures
due process procedures for students and staff
judicial and legislative provisions for students with
disabilities, privacy act, affrmative action, sex
discrimination, freedom of information, and civil
rights
principles and issues related to school safety and
security
V. Individual and Group Leadership Skills
Understanding individual behavior: basic motivations
of students, staff, and community, as well as divergent
behaviors of students, staff, and community
Understanding and affecting group dynamics: analysis
of individual behavior within a group and the ways of
changing role behavior to maximize group productivity
School-community relations: recognition and consid-
eration of diverse values, using community resources
in the educational process
Communications skills: development of effective
communications systems; sensitivity to verbal and
nonverbal communication; writing clearly, effectively,
and with sensitivity
Creating and maintaining a positive affective
environment, such as existing school cultures
communication fow, and informal leadership
Problem-solving skills
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Sample Test Questions
The sample questions that follow illustrate the kinds of
questions in the test. They are not, however, representative
of the entire scope of the test in either content or difculty.
Answers with explanations follow the questions.
Directions: Each of the questions or statements below is
followed by fve suggested answers or completions. Select
the one that is best in each case.
1. Recommended practice suggests that which of the
following should be involved in the decision-making
process concerning curriculum?
I. Curriculum experts
II. Boards of education
III. Professional staff
IV. Parents and students
(A) I and III only
(B) II and III only
(C) III and IV only
(D) II, III, and IV only
(E) I, II, III, and IV
2. Which of the following is the most crucial question to
consider in using community resources in the
classroom?
(A) Can the resources be used by several groups at the
same time?
(B) Have such resources been overused?
(C) Do the resources meet the needs of the program?
(D) Would the use of these resources be controversial?
(E) What time limits have been established for the use
of the resources?
3. The role of a school psychologist would ordinarily NOT
include which of the following?
(A) Assisting teachers and administrators to develop
greater understanding of the needs and behaviors
of students
(B) Determining by observation and assessment the
procedures that best help students to learn
(C) Assisting faculty in developing procedures for
referring students to the school psychologist
(D) Assisting teachers by giving demonstration lessons
to troublesome groups of students
(E) Consulting with faculty and administrators on ways
to improve learning conditions in the school
4. The leader can be most confdent that a group is
functioning well when
(A) most participants are enjoying the task
(B) interpersonal and organizational conficts do not
occur
(C) the reward system is more than adequate
(D) the participants are interacting with each other on
an open basis
(E) the leader and the participants are friendly toward
each other
5. Of the following, the best argument for the inclusion of
students in special education programs in activities with
general education students is the probability that the
special education students will
(A) have less need for specialized services in the
school they attend
(B) learn more in the cognitive and psychomotor
domains
(C) become more competitive with their peers
(D) receive more individualized attention for the special
nature of their disabling condition
(E) be provided with the least restrictive environment
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6. The teaching techniques or methods that are generally
considered to have the most direct impact on affective
feelings are
(A) discussion and dialogue
(B) recitation and independent study
(C) role playing and simulation
(D) questioning and observation
(E) lecturing and demonstration
7. A group of teachers cooperatively plan the best learning
situation for a particular student, discuss the plan with
the student, and have the student sign the written plan.
Which of the following best describes this process?
(A) Individualizing unit teaching
(B) The contract method
(C) Unit teaching with group instruction
(D) Programmed instruction
(E) Team teaching, individualized instruction with the
contract method
8. The United States Supreme Court has justifed the use of
public tax money to support the transportation of
parochial school children on the basis of the
(A) child beneft theory
(B) Fourteenth Amendment of the Constitution
(C) First Amendment of the Constitution
(D) right to due process of law
(E) right of parents to determine the education of their
own children
9. PL 100-297 School Improvement Act (Hawkins-Stafford
ESEA Amendments) was primarily designed to
(A) improve local school systems generally
(B) provide services for special education students
(C) offer a diverse range of experiences in public
schools to persons with varying talents and needs
(D) aid public schools in securing new curriculum
materials
(E) help local school districts expand and improve
programs to meet the needs of educationally
disadvantaged children
10. The primary role of the supervising or cooperating
teacher in the education of the student teacher is most
appropriately described as
(A) setting a good example for the student teacher to
follow
(B) helping the student teacher develop effective ways
of teaching
(C) determining the educational philosophy to be
implemented by the student teacher
(D) providing the student teacher with information on
classroom management techniques
(E) facilitating the proper placement of the student
teacher in his or her initial position
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11. Which of the following is a common pitfall in the shared
decision-making process?
(A) Group members offer a variety of alternatives for
consideration.
(B) Groupthink develops.
(C) Investment in the decision-making process is
increased.
(D) Decisions are reached too rapidly.
(E) Staff morale is decreased.
12. A high school principal plans to conduct a study to
examine the effects of math teachers pedagogical styles
on the achievement of students in the schools advanced
mathematics program.
Which of the following is the initial step in this process?
(A) Consult research relating to teachers pedagogical
styles and student achievement.
(B) Collect data about the performance of students in
the advanced mathematics program.
(C) Determine a format and timeline for reporting the
results of the study to faculty members.
(D) Formulate a question, hypothesis, or objective.
(E) Contact teachers to participate in the study.
13. If standardized test data are used in the principals study,
which of the following should the principal consider to
assess the tests ability to measure students
performance across repeated test administrations?
(A) Reliability
(B) Validity
(C) Generalizability
(D) Orthogonality
(E) Reproducibility
14. Which of the following is NOT a provision of the No Child
Left Behind Act of 2001 (NCLB 2001)?
(A) Inclusion of all students in certain subgroups in state
and national assessments
(B) Unlimited authority for the federal government to
regulate education in the states
(C) Showing of adequate yearly progress in student
achievement by schools receiving funds under NCLB
2001
(D) Timelines for the recruitment and training of highly
qualifed teachers
(E) Improvements in parental involvement in low-
performing schools
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Answers
1. Curriculum experts, boards of education, school
professional staff, and parents and students should all be part of
the decision-making process concerning curriculum matters.
Choice E includes all four groups and is the correct answer.
2. Although the questions in choices A, B, D, and E are
relevant, choice C, the best answer, is the frst and most
important question to consider.
3. Aspects of the role of a school psychologist are described in
choices A, B, C, and E. Because the question asks which of the
choices is not part of a psychologists role, the correct response
is D. This choice presents an instructional strategy unrelated to
the role of the school psychologist.
4. A major objective of working together in a group is for group
members to interact with one another openly. Although choices
A, B, C, and E are possible outcomes in a group dynamic, only D
focuses on a primary goal in effective leadership in group
situations and is thus the best answer.
5. In mainstreaming special education students, it is important
that they experience an educational environment enjoyed by
regular students. E is the appropriate choice because it refects
this kind of environ ment rather than reinforcing the differences
between special education and general education students.
6. Of the choices provided that might have a direct impact on
affective feelings, C is the best answer because role playing and
simulation are most concerned with creativity and feeling.
Choices A, B, D, and E are concerned with the cognitive
activities and therefore are incorrect.
7. Although choices A, B, C, and D are individual elements of
such a plan, only E contains all of the points of the plan.
Therefore, E is the correct answer.
8. In 1947 the Supreme Court in Everson v. Board of Education
held that public funds for transportation of parochial school
children were expended for the beneft of the individual child and
not for religious purposes. A is the correct answer.
9. The 1988 Hawkins-Stafford ESEA Amendments provide
monies for programs to meet the needs of educationally
disadvantaged children through Title I-Basic Programs (Chapter I).
E is the correct answer.
10. The primary role of a supervising teacher regarding the
education of a student teacher is to help develop effective ways
of teaching. Among the choices provided, B is the only answer
that addresses this point and is also the only choice that focuses
on the development of the student teacher, not on the control
exercised by the cooperating teacher.
11. While shared decision making increases group members
investment in the process (choice A) and can expand the variety
of alternatives considered (choice B), A and B are both seen as
positive outcomes of the process. Choices D and E are in
opposition to what would be expected in a shared decision-
making process. If groupthink develops, members try to
minimize confict and reach consensus without fully analyzing
and evaluating ideas, making this a common pitfall. The correct
response is B.
12. While the principal may take all of these steps in the process
of conducting the study, the frst step must be D. The question,
hypothesis, or objective will help to determine the type of
research consulted, what data need to be collected, a
reasonable timeline and format, along with what to tell
participating teachers.
13. Only choice A, reliability, will help the principal compare
performance across repeated administrations.
14. Choices A, C, D, and E are all provisions of NCLB 2001.
Even though it is a federal act that requires states to meet certain
educational standards, its authority is limited and states still have
primary responsibility for education. Choice B is the correct
answer.
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Copyright 2008 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING.

., PRAXIS I, PRAXIS II, and PRAXIS III

III. Development of Staff and Program Evaluation

Legal features of school management:

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